Evaluation of a home-based language training programme with severely mentally handicapped children.
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Child↗
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A comparision of nonimitative modeling and mimicry procedures for training the singular copula in black preschool children.
The singular form of the copula was trained in 10 normal four-yr-old Black dialect speakers using two different techniques. One group was trained using mimicry and the other was trained using nonimitative modeling. Multiple naive trainers and picture stimuli were counterbalanced across subjects. The results indicated that the two training methods did not differ significantly in baseline/generalization responses. Implications of this and similar studies are discussed.
Black or African American↗
Receptive and expressive language problems occurring in combination with a seizure disorder: a case report.
The purpose of this case report is to present an example of a child with receptive and expressive language problems occurring in combination with a seizure disorder. For a period of 3 years the seizure disorder appeared to be controlled by medication and the child made substantial improvement in a language remediation program. A sudden disruption of decoding abilities was the only behavioral indication that the treatment program needed to be reassessed. Descriptions of the child's behaviors, subsequent neurological evaluation, and goals of the language habilitation program are presented.
Child↗
Computer applications in audiology and rehabilitation of the hearing impaired.
Computers are playing an ever-increasing role in audiology. The potential applications of computers in audiology, speech pathology, and aural rehabilitation are described. These include the use of computers in adaptive testing, speech analysis and synthesis, automatic extraction of speech features, supplemental speechreading aids, analysis and synthesis of speechreading cues, language analysis, and computer simulation of the effect of specific speech training strategies.
Audiology↗
The efficacy of gestural cueing in dysphasic word-retrieval responses.
The effectiveness of visual--gestural cueing as compared with traditional auditory--verbal cueing was investigated using a time-series design. Eight dysphasic adults equally divided into a control and an experimental group were the subjects for this study. Results indicated no significant improvement in response times after an intensive 2-wk treatment period. Similarly, no single cue was observed to be more effective than others in eliciting dysphasic word-retrieval responses. In contrast, there was a significant difference in the order in which different cues were presented. Findings indicated that regardless of cue type, the cue presented first was the most effective. The present discussion relates current findings to previous observations and reviews implications of the data for language rehabilitation in dysphasia.
Aphasia↗
Teaching clinic conference participant interaction.
The purpose of this study was to analyze the talk behaviors that occur during teaching clinic supervisory conferences. Two matched groups of five clinicians participated in teaching clinic supervision for 4 wk. Two supervisors alternately supervised both groups. The teaching clinic conferences were videotaped at the end of the second and fourth week. Segments of the conferences were coded using the Multidimensional Observational System for the Analysis of Interactions in Clinical Supervision (MOSAICS). Supervisors, peers, and clinicians did not differ statistically in quantity or in categories of talk during conferences. The teaching clinics appeared to have characteristics of both direct and indirect conferencing. Teaching clinic supervision appeared to foster the development of selfsupervisory behaviors in student speech--language pathologists as reflected by their active conference participation, problem-solving, and strategy development. Participants, in general, expressed satisfaction with the process and its outcomes.
Attitude of Health Personnel↗
Communication and related problems as perceived by aphasic individuals and their spouses.
Aphasics' and spouses' perceptions of the presence and degree of bothersomeness of communication-related problems and whether enrollment in a language treatment program affected these perceptions were examined. Aphasic-spouse perceptions were more concordant in the treated group; aphasic patients in the untreated group reported their problems did not bother them. Type and severity of aphasia were not related either to the reported frequency or to the degree of bothersomeness of problems. Interview data from spouses revealed that the speech-language pathologists' role extended beyond solely providing information about language behavior.
Adult↗
The effect of pictured visual cues on elicited sentence imitation.
In one experiment language-normal 6 1/2-year-old and 4 1/2-year-old children (N = 68) were asked to imitate sentences with or without pictured visual cues. In a second experiment groups of language-disordered children (N = 43) also 4 1/2 and 6 1/2 years of age were asked to imitate sentences with and without pictured visual cues. In both experiments there was no significant difference in the syntactical and grammatical quality of elicited imitations between conditions. Older children performed better than young children in both experiments. It was concluded that pictured visual cues do not affect the syntactical and grammatical quality of language-normal and language-disordered children's elicited sentence imitations.
Child↗
Contextual strategy instruction: socially/emotionally maladjusted adolescents with language impairments.
Ten socially/emotionally maladjusted adolescents with language impairments (SEM/LI) and ten non-impaired adolescents received four treatment sessions in the use of a "context clues strategy" for facilitating comprehension of unfamiliar words in four sentence types. Both groups improved their ability to use a context clues strategy following direct instruction. The SEM/LI subjects exhibited greater difficulty with the appositive sentence type than did the non-impaired subjects. The results indicated that SEM/LI adolescents probably would benefit from receiving direct instruction involving any of the three other sentence types (i.e., cause/effect, example, grouping), prior to instruction involving the appositive sentence type
Adjustment Disorders↗
The efficacy of kinesthetic reading treatment for pure alexia.
This paper presents an effective treatment for pure alexia by a type of single-case design, which we termed a "material-control single-case design" [Sugishita et al., Neuropsychologia, Vol. 31, 559-569, 1993]. Two patients with pure alexia were treated using kinesthetic reading (reading by tracing or copying the outline of each letter with the patient's finger). The results clearly demonstrated that both patients significantly improved their reading and copying performances. Their recovery of reading performance arose from improvement in copying. The results of tachistoscopic reading tests suggested that the patient obtained the ability to read without kinesthetic movements.
Adult↗
Effects of speech and language treatment on recovery from aphasia.
Language recovery in aphasic patients who received one of three types of speech and language treatment was compared with that in aphasic patients who received no treatment. One hundred aphasic patients were followed from 2 to 4 weeks postonset for 1 year or until recovery, using a standardized test battery administered at systematic intervals. Both treatment methods provided by trained speech-language pathologists were efficacious, while the method provided by trained nonprofessionals approached statistical significance. Small group size prevented resolution of the question of whether one type of treatment was superior to another.
Adult↗
Symbolic keyboard for computer aided instruction of deaf children.
We describe a computer-based method for the special education of deaf children in their stage of expanding an initial vocabulary; the method uses a symbolic keyboard to facilitate real-time communication between the deaf child and the machine. The lack of auditory feedback is partially compensated by using visual and proprioceptive sensorial modalities as alternative representations of words and concepts. To illustrate the use of the computer with display and symbolic keyboard we comment on a program for the teaching of spatial relationships. The same method is used in teaching the structure of sentences and other conventional educational material such as Geography and Physics.
Biomedical Engineering↗
Generalization and maintenance of skills acquired in Non-Speech Language Initiation Program training.
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Adolescent↗
Development of services for mentally retarded people in the Federal Republic of Germany: a survey of history, empirical research, and current trends.
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Aggression↗
Acquisition, maintenance, and generalization of productive intraverbal behavior through transfer of stimulus control procedures.
The acquisition of productive intraverbal behavior involving the emission of thematically related responses was evaluated. Three mentally retarded children participated in this study and a multiple-probe design was used in training productive intraverbal behavior (three stimulus classes). Training was conducted using an errorless discrimination procedure (prompt delay) and a variation of this to transfer vocal responses from control of visual stimuli (tact behavior) to verbal stimuli (intraverbal behavior). Reinforcement probability was equal for correct responses prior to and following a prompt and incorrect responses were ignored. Acquisition criteria were reached when subjects emitted 80-100% correct responses and more than four different responses per session during three consecutive sessions. These criteria were achieved in all three subjects. Prompt delay procedure produced no incorrect responses, decreased acquisition criteria slightly over time, produced responses generalization during training, and increased comprehensive intraverbal behavior after training productive intraverbals. Variations in prompt delay procedure produced the same results except a low rate of errors and chaining of different responses per trial appeared when an additional prompt was implemented.
Adolescent↗
Use of the alternating treatments design as a strategy for empirically determining language training approaches with mentally retarded children.
The present study was conducted as a practical demonstration of the potential utility of the alternating treatments design (ATD) in determining the most efficacious language training approach with mentally retarded children. Two subjects were chosen who used single words to communicate but who did not combine words to form sentences. Two sentence triads consisting of four words each and rated as equivalent in difficulty were trained. Each triad had one sentence trained using oral speech methods, a second trained using total communication methods, and a third sentence trained using a "modified" total communication approach. Each training procedure involved chaining sentence parts, reinforcement, and prompting. Oral methods involved presenting vocal stimuli and requiring vocal responses. Total communication methods involved presenting vocal and signed stimuli and requiring vocal and signed responses. The "modified" total communication approach also involved presenting vocal and signed stimuli, but required only vocal responses. For the initial sentence triad with each child, an alternating treatments design was used to determine the relative efficacy of the three language training methods. This approach was repeated with a second sentence triad for each child using a multiprobe technique within a multiple baseline design. Results were consistent within each subject but differed across subjects, with one child benefitting most from total communication methods and the other benefitting most from oral speech methods. Results were discussed in terms of the utility of the alternating treatments design as a potentially useful aid to traditional decision-making in the selection of language training strategies commonly employed with mentally retarded children.
Adolescent↗
Acquisition and extension of syntactic repertoires by severely mentally retarded youth.
This study investigated the conditions that contribute to generalized language learning in severely mentally retarded children. Matrix-training strategies were used to teach three mentally retarded children syntactic rules for combining known words into two- and three-word utterances. The children applied these rules subsequently to learn unknown words. Generalized learning of responses not taught directly was shown to be under experimental control using a multiple baseline design across submatrices. Training only a limited number of responses was sufficient to promote recombinative generalization in the trained modality and transfer to untrained responses in the opposite modality. Teaching receptive and expressive language responses while simultaneously promoting untrained responding through matrix training provides an economical and efficient training approach for mentally retarded individuals.
Adolescent↗
Community-based instruction with profoundly mentally retarded persons: client and public responsiveness.
Three experiments were conducted to evaluate the effects of a training program implemented in a community setting for teaching receptive language skills to profoundly mentally retarded persons. In Experiment 1, the program was implemented in a local department store and consisted of a least-to-most intrusive prompting paradigm and contingent consequences. The community-based training strategy was effective in teaching receptive identification of three objects to a profoundly mentally retarded adolescent. Additionally, generalized improvements occurred in other store locations, although cross-modal generalization in terms of changes in expressive skills did not occur. These results were replicated in Experiment 2 with two other clients in the same store, and in Experiment 3 with another client in an outdoor recreational area. Also, a questionnaire survey indicated that store employees in the first two experiments had very favorable reactions to the program. Results are discussed in regard to continued research with community-based training as a means of expanding educational opportunities for individuals who are profoundly mentally retarded.
Adolescent↗